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Hi, friends!

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This module discusses about language [br]acquisition and language learning.

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The factors influencing the acquisition [br]of a language,

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like the learner factors, environmental [br]factors and infrastructural factors

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are dealt in detail.

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Acquisition and learning.

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Language acquisition is the process by[br]which humans acquired the capacity to

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perceive and comprehend language, as well[br]as, to produce and use language.

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Acquisition is implicit and subconscious[br]which take place in an informal situation.

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According to Stephen Christian 1985, [br]language acquisition does not require

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extensive use of conscious grammatical [br]rules and tedious drills.

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Acquisition requires meaningful [br]interaction in the target language,

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natural communication in which speakers[br]are connected,

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not with the form of their utterances but[br]with the messages they are conveying

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and understanding.

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Language acquisition encompasses the [br]development of

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four interdependent systems.

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Pragmatic: communicative use of language[br]in a social context.

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Phonological: perception and production of[br]sounds to form words.

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Semantics: processing of meaning

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and grammatical use of syntactic and[br]morphological rules to combine words

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into meaningful sentences.

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The phonological and grammatical systems[br]constitute the language form.

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The pragmatic system describes

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how language should be adapted

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to specific social situations

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in order to convey emotions

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and reinforce meaning.

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The term acquisition is used for L1

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and the term learning is associated[br]with L2.

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Children acquire language through a [br]subconscious process

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during which they are unaware of [br]grammatical rules,

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that is no deliberator for to learn the[br]language.

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They pick up language in informal [br]situations.

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Language acquisition is implicit, and[br]effortless as meaningful communication

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occurs in natural environment,

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while communicating the message in the[br]text is given more important

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rather than the form.

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It is all connected through feedback or[br]when they hear the correct usages.

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Later on, they can cut it themselves

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when they become masters of the linguistic[br]generalizations.

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They will be confident in using the [br]language in the real life situations.

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Language learning is explicit and[br]conscious

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and takes place in a formal situation.

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The rules of the language are taught[br]directly

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and learning is the product of formal[br]instruction.

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It is learning about a language.

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Children have the conscious knowledge of[br]the new language, and can talk about it.

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They can memorize the rules to solve a[br]grammatical problem,

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but when it comes to the practical level[br]of using the language,

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it may not work.

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In the case of second language,

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or the third, or the fourth language,

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this is what happens.

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Whatever that is learned

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meaningfully and naturally, is retained[br]and will become acquired.

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Factors influencing acquisition.

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Language learning is a habit formation,

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and so,

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if one's acquired it becomes automatic.

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According to Paul Roberts:

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"When we learn the first language,

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we face the universe directly

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and learn to clothe it with speech.

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When we learn a second language,

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we tend to filter the universe through [br]the language already known."

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By the time the child learns a second [br]language,

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he is familiar with the system of the[br]mother tongue.

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He has to set aside the rules and sets of[br]his mother tongue

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to invite the habits of a new language.

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Factors influencing acquisition can be [br]broadly classified into three.

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They are:

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Learner factors.

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Infrastructural factors.

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Environmental factors.

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The learner factors.

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The learner factors influencing the [br]acquisition of a language are mainly

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psychological, physiological and[br]sociological.

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Factors like aptitude, attitude, [br]interest, personality,

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motivation, age, sex, intelligence and [br]learning styles come under this.

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Aptitude.

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Aptitude refers to the potential for [br]achievement.

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According to Carrol,

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foreign language aptitude consisted of[br]four independent abilities.

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They are:

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Phonetic coding ability.

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The ability to identify and memorize [br]new sounds.

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Grammatical sensitivity.

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The ability to demonstrate awareness

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of the syntactic patterning of sentences [br]of a language.

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Root learning ability.

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The ability to learn associations between[br]sounds and meaning.

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Inductive ability.

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The ability to identify similarities and [br]differences

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in grammatical form and meaning.

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It is not necessary that successful [br]language learners

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are strong in all the involved components.

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Teachers can identify their students [br]requirements,

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and select appropriate strategies to [br]accommodate

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their differences in aptitude.

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Personality.

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The personality characteristics which[br]can affect

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language acquisition are:

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Extroversion, introversion,

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self esteem, anxiety, etcetera.

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Personality may be a major factor in the [br]acquisition of oral skills,

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not in reading and writing skills.

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Introverted or anxious learners

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make slower progress

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especially in communication skill.

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They try to get away from opportunities[br]to speak

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and express themselves.

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The extroverts will take risks.

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They will not worry about the mistakes,

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and make the advantage of opportunities[br]to interact.

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Motivation

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This is a strongly favor intrinsic[br]motivation.

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Intrinsically motivated learners, try[br]for excellence,

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autonomy and self-actualization.

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A supportive and non-threatening learning[br]atmosphere

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naturally creates motivation.

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Through various activities, tasks, and[br]learning materials in the class,

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the teacher can increase students interest[br]to learn language.

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A felt need develops both intrinsic and[br]extrinsic motivation.

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Learning styles

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Learning style is an individual's natural[br]habitual,

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and preferred way of absorbing,

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processing and retaining new [br]information and skills.

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Reid, 1995.

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Each individual is different,

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and process information in their own, [br]unique ways.

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Types of learning styles are: perceptual [br]learning styles,

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and cognitive learning styles.

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Perceptual learning style includes:

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visual, auditory and kinesthetic.

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Visual learners have a preference for[br]seeing.

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Auditory learners best learn through[br]listening.

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And tactile or kinesthetic learners[br]preferred to learn through experience.

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That is:

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moving, touching and doing.

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Cognitive learning styles, are the mental[br]mechanisms

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that process the incoming information[br]through different sources.

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Each individual learner has his own way[br]of processing information

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or approaching a task.

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This is known as his cognitive style.

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According to Ellis:

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"Cognitive style is a term used to refer

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to a manner in which people perceive

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conceptualize, organize and recall [br]information.

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While designing learning activities,

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the teacher has to consider the students [br]with varied learning styles.

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Age

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Age is one of the characteristics which [br]affect language acquisition.

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Learners who have a solid skill in their[br]own language,

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are found to acquire a new language[br]more easily.

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Motivated adults learn language more [br]easily,

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but struggles to achieve correct[br]pronunciation

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because of the problems of the transfer

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of the habits of native language.

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They feel it difficult to recognize the[br]sounds of the foreign language.

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Young children show greater flexibility

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in identifying the sounds of a language,

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remembering them and reproducing them.

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They are less conscious about the mistakes[br]made,

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and are ready to correct their mistakes[br]without hesitation.

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This will foster language acquisition.

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Sex

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Girls are found to excel voice in [br]language learning.

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They start talking earlier than boys,

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and uses grammatically correct

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and complex sentences.

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Auditory sensitivity and other behavior

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is not the same for boys and girls.

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The fact that girls mature earlier than[br]boys

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has direct implications for language[br]acquisition.

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Attitude

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Language attitude is the feeling one has[br]about language learning.

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It is greatly influenced by the learning[br]situation.

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Teacher, language, classroom, books, [br]friends, homework,

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and the school as such determine students'[br]attitude towards language learning.

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Spolsky says,

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"In a typical language situation there are[br]a number of people

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whose attitude to each other can be [br]significant:

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the learner, the teacher,

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the learner's peers and parents, and the [br]speakers of the language.

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Each relationship might well be shown to[br]be a factor

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controlling the learners' motivation to[br]acquire a language.

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A positive or a negative attitude towards[br]language learning

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can be developed in children by the[br]influence of these factors.

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Positive attitude for language learning

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has to be created through a congenial [br]and motivating environment in school.

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Interest

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Teachers need to design creative [br]activities

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to evoke student interest in language [br]learning.

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Clarity and relevance of the language[br]learning goals,

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extensive teacher and pure support,

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learning language through fun and games,

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all creates interest in learner.

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As Einstein said,

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interest is the best teacher,

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without interest, the best learning[br]situations will prove to be ineffective.

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Intelligence

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Intelligence plays a very important role[br]in language acquisition.

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Kinesthetic intelligence is the ability to[br]use the physical actions

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with linguistic responses to express ideas[br]more clearly.

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While taking part in group discussions,

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the learners are using interpersonal[br]intelligence.

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Grammar analysis

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falls into the logical intelligence.

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The stress timed rhythmic nature of [br]English language,

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the need to communicate using melody, and[br]rhythm in a language class

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points to the need for musical [br]intelligence.

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Learning language through the knowledge [br]about self

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focuses to intrapersonal intelligence.

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Linguistic intelligence involves the [br]sensitivity

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to spoken and written language.

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The ability to learn language, and the[br]capacity to use language

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to accomplish certain goals:

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The opportunities for learning,

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the motivation to learn,

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the individual difference in[br]intelligence,

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aptitude, personality,

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and also, learning styles

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play an important role in the rate of [br]learning,

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and success in learning.

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The teacher should consider learners'[br]individual aptitudes,

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personalities, and learning styles

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into account to create a learning [br]environment conducive to all.

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The environmental factors

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The environmental factors include both

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school and family.

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The classroom should provide a favorable,

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democratic environment for language [br]learning.

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Maximum exposure in target language

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has to be given in the schools.

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Cooperative rather than competitive[br]atmosphere,

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free from tension has to be maintained in [br]the classroom.

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A felt need to learn the language for real[br]life communication

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has to be evoked in students.

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The teacher should be aware of the [br]individual difference,

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and has to provide learning experience [br]suitably.

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The weak and the gifted

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has to be considered according to their[br]language needs.

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A tolerant attitude has to be adopted

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to student errors while using language.

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There is a marked relationship between[br]the child's linguistic development

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and socio-economic status.

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The teacher should also consider this[br]aspect of the students

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while planning for language learning [br]programs.

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The infrastructural factors

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The infrastructural facilities,

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it's magnitude, and quality

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depends upon the strength, interest[br]and vision of the organization

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which manages the institution.

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Facilities to use the equipments like [br]audiovisual aids,

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language laboratories, libraries, [br]etcetera.

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which provides maximum exposure and [br]practice in the target language

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has to be arranged in schools.

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First time experience to use the target [br]language,

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as interacting with the native speakers,

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spacious classroom with facilities to [br]contact learning activities like roleplay,

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discussions debates, dramatization, [br]etcetera,

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where the students use the language

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has to be provided.

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Problems in acquiring English as a [br]second language.

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Learning a second language is always a [br]challenge

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in a place where people hardly use it in[br]their daily life.

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Second language learners face several[br]difficulties to gain

9:59:59.000,9:59:59.000
good command over a foreign language.

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English presents a number of issues to non[br]native speakers

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because of the illogical nature of its[br]spelling, pronunciation,

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and unique grammatical rules.

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The pull of mother tongue.

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When a child begins to learn a second [br]language,

9:59:59.000,9:59:59.000
he has acquired his mother tongue,

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the system which he can use with ease

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So, whenever he wants to express something[br]in second language,

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he has to keep the habit of the first [br]language in check

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in order to produce the new sounds [br]and structures.

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It will be difficult for him

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to produce the distinctive sounds of the[br]second language

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as his years are accustomed

9:59:59.000,9:59:59.000
with the sounds of the first language.

9:59:59.000,9:59:59.000
Thus, he replaces the sounds of the [br]second language

9:59:59.000,9:59:59.000
with the similar sounds in his mother[br]tongue.

9:59:59.000,9:59:59.000
Suprasegmental features have great impact[br]in English language

9:59:59.000,9:59:59.000
which may not be so pronounced in[br]mother tongue.

9:59:59.000,9:59:59.000
The natural word order of sentence in[br]the mother tongue

9:59:59.000,9:59:59.000
may be different from that of English.

9:59:59.000,9:59:59.000
Conscious attempts to arrange words

9:59:59.000,9:59:59.000
according to the syntactic patterns of [br]mother tongue

9:59:59.000,9:59:59.000
results in literal translation, and [br]produces ungrammatical sentences.

9:59:59.000,9:59:59.000
The tendency to replace

9:59:59.000,9:59:59.000
the sounds and structures of the [br]second language

9:59:59.000,9:59:59.000
with those of mother tongue is known as

9:59:59.000,9:59:59.000
pull of mother tongue

9:59:59.000,9:59:59.000
or in psychological terms

9:59:59.000,9:59:59.000
transfer.

9:59:59.000,9:59:59.000
Transfer of learning

9:59:59.000,9:59:59.000
is the application of skills, [br]knowledge,

9:59:59.000,9:59:59.000
and/or attitudes,

9:59:59.000,9:59:59.000
that we learned in one situation to[br]another learning situation.

9:59:59.000,9:59:59.000
Perkins, 1992.

9:59:59.000,9:59:59.000
Transfer may be either positive or [br]negative.

9:59:59.000,9:59:59.000
If the habits of first language help in[br]the learning of the second,

9:59:59.000,9:59:59.000
it is called positive transfer or[br]facilitation.

9:59:59.000,9:59:59.000
Positive impact is seen in acquiring [br]vocabulary and sentence pattern

9:59:59.000,9:59:59.000
through comparing and contrasting.

9:59:59.000,9:59:59.000
If the former hinders the acquisition of [br]the letter,

9:59:59.000,9:59:59.000
it is called negative transfer or [br]interference.

9:59:59.000,9:59:59.000
Negative transfer is seen

9:59:59.000,9:59:59.000
while learning certain grammatical [br]structures and pronunciation.

9:59:59.000,9:59:59.000
If the learning of one subject or [br]activity neither facilitates

9:59:59.000,9:59:59.000
nor interferes with the learning [br]of another subject or activity,

9:59:59.000,9:59:59.000
it is called zero transfer.

9:59:59.000,9:59:59.000
Spelling, vocabulary,

9:59:59.000,9:59:59.000
and the diversity of the word meaning.

9:59:59.000,9:59:59.000
English language is enriched with great[br]amount of words.

9:59:59.000,9:59:59.000
These words are not limited to one [br]single meaning.

9:59:59.000,9:59:59.000
Each word has shades of meaning,

9:59:59.000,9:59:59.000
which are categorized as connotative [br]or denotative,

9:59:59.000,9:59:59.000
and it gives different impressions in[br]different situations.

9:59:59.000,9:59:59.000
For example,

9:59:59.000,9:59:59.000
the word "hard" have various shades [br]of meaning.

9:59:59.000,9:59:59.000
"The stone is hard".

9:59:59.000,9:59:59.000
This shows quality.

9:59:59.000,9:59:59.000
"You must work hard".

9:59:59.000,9:59:59.000
More, labour is needed.

9:59:59.000,9:59:59.000
"His hard luck".

9:59:59.000,9:59:59.000
This shows misfortune.

9:59:59.000,9:59:59.000
"He is hard of hearing".

9:59:59.000,9:59:59.000
It means he is deaf.

9:59:59.000,9:59:59.000
For a second language learner,

9:59:59.000,9:59:59.000
this creates much confusion.

9:59:59.000,9:59:59.000
They learn the meaning of several words,

9:59:59.000,9:59:59.000
but don't really learn their application,

9:59:59.000,9:59:59.000
and therefore can't benefit from them[br]while using language.

9:59:59.000,9:59:59.000
The irregular nature of English spelling

9:59:59.000,9:59:59.000
is another problem for a second [br]language learner.

9:59:59.000,9:59:59.000
English has 44 discreet sounds of [br]phonemes,

9:59:59.000,9:59:59.000
with an alphabet made of 26 letters.

9:59:59.000,9:59:59.000
The letter to phoneme correspondence is[br]not consistent.

9:59:59.000,9:59:59.000
One letter has, with a few exceptions,

9:59:59.000,9:59:59.000
more sounds than one in different words or[br]even in the same word;

9:59:59.000,9:59:59.000
example,

9:59:59.000,9:59:59.000
the letter 'c' in the words:

9:59:59.000,9:59:59.000
cat, cycle, cancel,

9:59:59.000,9:59:59.000
success, vacancy;

9:59:59.000,9:59:59.000
and the letter 'g' in:

9:59:59.000,9:59:59.000
age, bag, geography,

9:59:59.000,9:59:59.000
gorgeous, etcetera.

9:59:59.000,9:59:59.000
Lack of motivation

9:59:59.000,9:59:59.000
Learners find it boring and difficult [br]to learn

9:59:59.000,9:59:59.000
a second language which is very much[br]different from the native language.

9:59:59.000,9:59:59.000
Learning English is something they [br]have to do,

9:59:59.000,9:59:59.000
not something they want to do.

9:59:59.000,9:59:59.000
Some of the demotivating factors are;

9:59:59.000,9:59:59.000
the teacher personality,

9:59:59.000,9:59:59.000
commitment,

9:59:59.000,9:59:59.000
competence,

9:59:59.000,9:59:59.000
and teaching method,

9:59:59.000,9:59:59.000
the learner's reduced self confidence,

9:59:59.000,9:59:59.000
negative attitude towards second [br]language learning

9:59:59.000,9:59:59.000
nature of evaluation system,

9:59:59.000,9:59:59.000
uninteresting course books and school[br]environment.

9:59:59.000,9:59:59.000
One key to increase motivation among the [br]heterogeneous learners

9:59:59.000,9:59:59.000
is to design and use activities,

9:59:59.000,9:59:59.000
which match the learners varied language[br]learning needs,

9:59:59.000,9:59:59.000
and goals by a competent and creative[br]teacher.

9:59:59.000,9:59:59.000
Insufficient time,

9:59:59.000,9:59:59.000
resources and materials.

9:59:59.000,9:59:59.000
Number of files allotted for learning [br]English,

9:59:59.000,9:59:59.000
and the opportunity to get exposed to,

9:59:59.000,9:59:59.000
and use the language is too less.

9:59:59.000,9:59:59.000
The resources and the materials

9:59:59.000,9:59:59.000
to aid L2 learning, are sparce

9:59:59.000,9:59:59.000
Learners do not get any opportunity to[br]communicate with native speakers,

9:59:59.000,9:59:59.000
or even with their peers at school [br]in the target language.

9:59:59.000,9:59:59.000
Thus they miss communicative competence.

9:59:59.000,9:59:59.000
They hardly read or listen to [br]English news, literature,

9:59:59.000,9:59:59.000
article or anything that enhances the[br]learners' skill.

9:59:59.000,9:59:59.000
Thus they miss the listening and[br]reading skill

9:59:59.000,9:59:59.000
which is very important in acquiring a[br]second language.

9:59:59.000,9:59:59.000
The availability of right type of [br]materials,

9:59:59.000,9:59:59.000
good library facilities, and [br]audiovisual aids

9:59:59.000,9:59:59.000
will make learning of English interesting[br]and effective.

9:59:59.000,9:59:59.000
Overcrowded classrooms.

9:59:59.000,9:59:59.000
Is the number of students in a class[br]is too high,

9:59:59.000,9:59:59.000
it is difficult to meet the individual [br]needs

9:59:59.000,9:59:59.000
of a diverse group of lively learners.

9:59:59.000,9:59:59.000
Group activities like roleplay, [br]discussion, debates, etcetera,

9:59:59.000,9:59:59.000
cannot be successfully carried out in [br]an overcrowded classroom.

9:59:59.000,9:59:59.000
Effective participation of each [br]student

9:59:59.000,9:59:59.000
cannot be ensured.

9:59:59.000,9:59:59.000
Teaching learning process and evaluation [br]strategies

9:59:59.000,9:59:59.000
will be under threat,

9:59:59.000,9:59:59.000
which result in low achievement.

9:59:59.000,9:59:59.000
To conclude,

9:59:59.000,9:59:59.000
language acquisition is a subconscious [br]process.

9:59:59.000,9:59:59.000
Language acquirers

9:59:59.000,9:59:59.000
are not consciously aware of the [br]grammatical rules of the language,

9:59:59.000,9:59:59.000
but rather develop a feel for correctness.

9:59:59.000,9:59:59.000
In non-technical language, acquisition is[br]picking up a language.

9:59:59.000,9:59:59.000
On the other hand,

9:59:59.000,9:59:59.000
language learning refers to the conscious[br]knowledge of a language,

9:59:59.000,9:59:59.000
knowing the rules, being aware of them,

9:59:59.000,9:59:59.000
and being able to talk about them.

9:59:59.000,9:59:59.000
Language learning can be compared to [br]knowing about the language.

9:59:59.000,9:59:59.000
To court Richard Bentley,

9:59:59.000,9:59:59.000
"Every living language

9:59:59.000,9:59:59.000
like the perspiring bodies of living[br]creatures,

9:59:59.000,9:59:59.000
is in perpetual motion and alteration;

9:59:59.000,9:59:59.000
some words go off, and become obsolete;

9:59:59.000,9:59:59.000
others are taken in,

9:59:59.000,9:59:59.000
and by degrees grow into common use;

9:59:59.000,9:59:59.000
or the same word is inverted to a new [br]sense or notion,

9:59:59.000,9:59:59.000
which in tract of time

9:59:59.000,9:59:59.000
makes an observable change in the air

9:59:59.000,9:59:59.000
and features of a language,

9:59:59.000,9:59:59.000
as age makes in the lines and mien of [br]a face."

9:59:59.000,9:59:59.000
Before moving to the next session,

9:59:59.000,9:59:59.000
please try to answer the following [br]questions:

9:59:59.000,9:59:59.000
Point out the factors influencing[br]acquisition.

9:59:59.000,9:59:59.000
What are the major problems in [br]acquiring a second language?

9:59:59.000,9:59:59.000
What is transfer of learning?

9:59:59.000,9:59:59.000
Mention different types of transfer [br]of learning.

9:59:59.000,9:59:59.000
At present to what extend

9:59:59.000,9:59:59.000
does the infrastructural facilities in[br]schools

9:59:59.000,9:59:59.000
aid in learning the second language,

9:59:59.000,9:59:59.000
Substantiate.

9:59:59.000,9:59:59.000
For further references.

9:59:59.000,9:59:59.000
The English Teacher's Hand Book

9:59:59.000,9:59:59.000
by T.C. Baruah.

9:59:59.000,9:59:59.000
Sterling Publishers,

9:59:59.000,9:59:59.000
private limited,

9:59:59.000,9:59:59.000
New Delhi.

9:59:59.000,9:59:59.000
Contemporary English Teaching,

9:59:59.000,9:59:59.000
by author M. Jesa.

9:59:59.000,9:59:59.000
K.M.K Publications, Kollam.

9:59:59.000,9:59:59.000
Modern Teaching of English,

9:59:59.000,9:59:59.000
by Nayyar Shamsi,

9:59:59.000,9:59:59.000
Published by

9:59:59.000,9:59:59.000
Anmol Publications private limited,

9:59:59.000,9:59:59.000
New Delhi.

9:59:59.000,9:59:59.000
Hope you find the session informative.

9:59:59.000,9:59:59.000
Thank you.

9:59:59.000,9:59:59.000
Bye.